NCETM_Mathematics_Department_Workshops_PLV_Resource_Sheet_HT2.PLV.2

Mathematics Department Workshops Topic: Place Value Resource Sheet HT2.PLV.2 For this activity you will need cards printed from HT2.PLV.2.1, HT2. PLV.2.2, HT2. PLV.2.3, HT2. PLV.2.4 on card large enough for all learners to be able to read. If possible print the different sets on different coloured cards e.g. red for thousands, blue for hundreds, yellow for tens and white for units. • Write a number like 2435 on the board and ask the learners how many of each card you will need to make up the representation e.g. 2 reds, 4 blue, 3 yellow and 5 white. Blu-tak the cards on to the whiteboard under the appropriate column. Invite learners to suggest other numbers that you can represent. • Take the opportunity to discuss the fact that we can count eleven white cards but when the value is represented as 11 we use place value. • Introduce the idea of using index notation to “keep a record of” repeated multiplication. Conduct a whole class discussion about the numbers that could be represented using cards printed from • HT2.PLV.2.6, HT2.PLV.2.7, HT2.PLV.2.8. If possible keep the same colours as before e.g. red for 103, blue for 102, yellow for 101. Repeat the previous exercise with some numbers. • Ask the class to predict the next power of ten that will be needed below 101 and the need to have a units column. • Now add the cards with 100, that are white HT2.PLV.2.5. Now repeat the exercise of representing the numbers on the board using the complete set of cards. • Divide the class into pairs and give each pair a set of cards HT2.PLV.2.5, HT2.PLV.2.6, HT2.PLV.2.7 and HT2.PLV.2.8. One learner gives a number and the second learner has to count the correct number of cards in the correct place. • Invite learners to say what they think is the value of ten to the power zero, explaining their reasoning. Encourage discussion, establishing that 100 = 1 • As an extension exercise at this stage invite learners to speculate about what happens before 100 in the number system using index notation. 1

HT2.PLV.2.1 1111 1111 1111 1111 2

HT2.PLV.2.2 10 10 10 10 10 10 10 10 10 10 10 10 3

HT2.PLV.2.3 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 4

HT2.PLV.2.4 1000 1000 1000 1000 1000 1000 1000 1000 1000 1000 1000 1000 5

HT2.PLV.2.5 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 6

HT2.PLV.2.6 101 101 101 101 101 101 101 101 101 101 101 101 101 101 101 101 www.ncetm.org.uk A Department for Children, Schools and Families initiative to enhance professional development across mathematics teaching

HT2.PLV.2.7 102 102 102 102 102 102 102 102 102 102 102 102 102 102 102 102 www.ncetm.org.uk A Department for Children, Schools and Families initiative to enhance professional development across mathematics teaching

HT2.PLV.2.8 103 103 103 103 103 103 103 103 103 103 103 103 103 103 103 103 www.ncetm.org.uk A Department for Children, Schools and Families initiative to enhance professional development across mathematics teaching